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CONTENTS Introduction: Origins, concept, aims and main findings of the study 9 PART 1 Background, objectives and methodology of the study 15 1. Background 16 2. Objectives 19 2.1 The effectiveness of curricula and textbooks as measures of state-sanctioned learning 19 2.2 Assessing and comparing representations of the Holocaust in curricula worldwide 21 2.3 Assessing and comparing representations of the Holocaust in textbooks in twenty-six countries 22 2.4 The international status of the Holocaust in educational media 24 3. Methodology 26 3.1 Procedure for the curriculum analysis 28 3.2 Procedure for the textbook analysis 29 PART 2 Curriculum and textbook analysis 33 4. The Holocaust in curricula worldwide 34 4.1 Categories and contexts of the Holocaust in curricula 34 4.2 Spatial distributions of the Holocaust in secondary school curricula (maps) 40 4.3 Conceptualizations of the Holocaust in secondary school curricula 49 5. The Holocaust in the textbooks of twenty-six countries 76 5.1 National narrative patterns 76 5.2 International narrative patterns 160 7
PART 3 Recommendations 171 6. Objectives and scope of the recommendations 172 7. Recommendations 176 7.1 Curricula 176 7.2 Scale 177 7.3 Protagonists 177 7.4 Interpretative paradigms 178 7.5 Narrative structure and point of view 179 7.6 Didactic approach 180 7.7 National idiosyncrasies 181 APPENDIX 182 8. Questionnaire pertaining to curricula 184 8.1 Guidelines for searching for terms in curricula 184 8.2 Questionnaire pertaining to textbooks 187 Bibliography 201 8
Page 1 and 2: United Nations Educational, Scienti
Page 3 and 4: Published by the United Nations Edu
Page 5: Acknowledgements This report was co
Page 9 and 10: Concept The task of documenting the
Page 11 and 12: international learning about the Ho
Page 13 and 14: and narrative and didactic techniqu
Page 15 and 16: 1. Background The release of this p
Page 17 and 18: This study does not provide a bluep
Page 19 and 20: Klerides claims, there are two genr
Page 21 and 22: of Education in Ecuador. 26 The num
Page 23 and 24: g. Countries customarily referred t
Page 25 and 26: 3. Methodology This report is based
Page 27 and 28: the content of images, provide defi
Page 29 and 30: 3. What characteristics are ascribe
Page 31 and 32: and its educational traditions. In
Page 33 and 34: 4. The Holocaust in curricula world
Page 35 and 36: in contradistinction to the massacr
Page 37 and 38: the section concerning ethics, the
Page 39 and 40: 4.2 Spatial distributions of the Ho
Page 41 and 42: Sweden Finland Russian Federation E
Page 43 and 44: The status of the Holocaust in curr
Page 45 and 46: The status of the Holocaust in curr
Page 47 and 48: 4.3 Conceptualizations of the Holoc
Page 49 and 50: Country Name of document Subject Pa
Page 57 and 58:
Country Name of document Subject Pa
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Categorization of curricula accordi
Page 75 and 76:
ALBANIA The sample The sample consi
Page 77 and 78:
Didactic approach The Albanian curr
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Eichmann. The phrase ‘The German
Page 81 and 82:
Eichmann. The books generally offer
Page 83 and 84:
Holocaust, nor do they address the
Page 85 and 86:
BRAZIL The sample The sample contai
Page 87 and 88:
Narrative structure and point of vi
Page 89 and 90:
Interpretative paradigms The event
Page 91 and 92:
CÔTE D’IVOIRE The sample The sam
Page 93 and 94:
emaciation of these prisoners, worn
Page 95 and 96:
Page 97 and 98:
as anticommunism, fascism, a person
Page 99 and 100:
FRANCE The sample The sample contai
Page 101 and 102:
or followed by Höss, on the Wannse
Page 103 and 104:
of Dresden and Hiroshima, and in de
Page 105 and 106:
esistance. In addition to groups un
Page 107 and 108:
the insufficiency of remembrance of
Page 109 and 110:
INDIA The sample The sample is base
Page 111 and 112:
and ending with the rise of Nazism
Page 113 and 114:
IRAQ The sample The sample consists
Page 115 and 116:
JAPAN The sample The sample contain
Page 117 and 118:
Didactic approach Only T1 contains
Page 119 and 120:
so-called euthanasia programme, pas
Page 121 and 122:
POLAND The sample The sample contai
Page 123 and 124:
maps, photographs, legal testimonie
Page 125 and 126:
in T2, T4 and T5, following ‘pres
Page 127 and 128:
discrepancies between the textbooks
Page 129 and 130:
(T3) and by satellite states in Slo
Page 131 and 132:
RWANDA The sample The sample contai
Page 133 and 134:
‘great need for revenge against t
Page 135 and 136:
Interpretative paradigms The textbo
Page 137 and 138:
SOUTH AFRICA The sample The sample
Page 139 and 140:
analysis (T2); there are also activ
Page 141 and 142:
Interpretative paradigms All textbo
Page 143 and 144:
SYRIAN ARAB REPUBLIC The sample The
Page 145 and 146:
UNITED KINGDOM (ENGLAND) The sample
Page 147 and 148:
Page 149 and 150:
UNITED STATES OF AMERICA The sample
Page 151 and 152:
insert about righteous gentiles in
Page 153 and 154:
URUGUAY The sample The sample conta
Page 155 and 156:
explanations and rhetoric focus on
Page 157 and 158:
Didactic approach The textbook cont
Page 159 and 160:
techniques and didactic methods fou
Page 161 and 162:
‘opponents’ (in Côte d’Ivoir
Page 163 and 164:
of Moldova. The large variety of hi
Page 165 and 166:
textbooks, for example, emphasize l
Page 167 and 168:
‘benchmark’ 65 of the putativel
Page 169 and 170:
6. Objectives and scope of the reco
Page 171 and 172:
made, since such a condition surpas
Page 173 and 174:
7. Recommendations 7.1 Curricula N
Page 175 and 176:
Personalization of Adolf Hitler fue
Page 177 and 178:
7.6 Didactic approach Meanings gen
Page 179 and 180:
APPENDIX
Page 181 and 182:
Step II. Indirect references to the
Page 183 and 184:
8.2 Questionnaire pertaining to tex
Page 185 and 186:
TEXTBOOK QUESTIONNAIRE A. The struc
Page 187 and 188:
C. Historical contexts 1. What date
Page 189 and 190:
E. Protagonists 3. What collective
Page 191 and 192:
F. Narrative structure and didactic
Page 193 and 194:
H. Narrative point of view 9. Is vo
Page 195 and 196:
J. Analogies and transfer 2. Are co
Page 197 and 198:
Bibliography
Page 199 and 200:
Hirsch, S. and McAndrew, M. 2014. T
Page 201 and 202:
Waldman, F. Der Holocaust in den po
Page 203 and 204:
Szuchta, R. and Trojański, P. 2001
Page 205 and 206:
Becher, A. 2013. Das ‘Dritte Reic
Page 207 and 208:
Deckert-Peaceman, H. 2004. Gibt es
Page 209 and 210:
Flügel, A. 2008. Kinder können da
Page 211 and 212:
Hubrecht, J. Mugiraneza, A. and Gar
Page 213 and 214:
Levy, J. 2011. An expanded legacy.
Page 215 and 216:
Mitchell, G. 2007. ‚Wenn wir die
Page 217 and 218:
Ritscher, W. 2013. Bildungsarbeit a
Page 219 and 220:
Stevick, D. 2013. Dialogue and tran
Page 221 and 222:
Wiesemes, R. 2011. Transferring fin
Page 223 and 224:
Evaluation Services Center, Univers
Page 225 and 226:
Pingel, F. 2006. From evasion to a
Page 227 and 228:
Ballis, A. 2012. Macht und Ohnmacht
Page 229 and 230:
Hesse, S. 2013. Stolpersteine. Ein
Page 231 and 232:
Memorijalni Muzej Holokausta U Sjed
Page 233 and 234:
Weber, N. 2010. Auschwitz als Lerno
Page 235:
How do schools worldwide treat the
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